Timothy Gowers had a similar point at <a href="https://plus.google.com/+TimothyGowers0/posts/4bkfusUoXot" rel="nofollow">https://plus.google.com/+TimothyGowers0/posts/4bkfusUoXot</a> (dead link now):<p>> if one asks children a question such as the following: a number 35 bus pulls up at a bus stop and 8 passengers get on; what is the age of the bus driver? A large percentage of children, their minds numbed by years of symbol manipulation, will give the answer 43. This is a tragedy: rather than being trained to think, these children have been trained to do the opposite.<p>Also here: <a href="https://www.theguardian.com/commentisfree/2016/mar/11/maths-isnt-problem-curriculum-lacking-imagination" rel="nofollow">https://www.theguardian.com/commentisfree/2016/mar/11/maths-...</a><p>This is basic stimulus-response behaviour: school education is effectively a game that the children are playing to win points, and within that environment “thinking” is wasteful and disincentivized.<p>(See also: Lockhart's Lament <a href="https://www.maa.org/external_archive/devlin/LockhartsLament.pdf" rel="nofollow">https://www.maa.org/external_archive/devlin/LockhartsLament....</a>, the heart-breaking <i>How Children Fail</i> by John Holt, etc.)<p>Gowers also had a couple of posts on a very different way of teaching mathematics:<p><a href="https://gowers.wordpress.com/2012/06/08/how-should-mathematics-be-taught-to-non-mathematicians/" rel="nofollow">https://gowers.wordpress.com/2012/06/08/how-should-mathemati...</a><p><a href="https://gowers.wordpress.com/2012/07/07/a-trip-to-watford-grammar-school-for-boys/" rel="nofollow">https://gowers.wordpress.com/2012/07/07/a-trip-to-watford-gr...</a>